Sheltered Content Instruction: Teaching English Language Learners With Diverse Abilities: Third Edition

Echevarria, Jana & Graves, Anne Wooding

ISBN 10: 0205493254 / ISBN 13: 9780205493258

Published by Pearson Allyn and Bacon, Boston, MA, 2007

About this Item

The books text has writing and highlighting. Minor shelf and corner wear to the books cover and corners. Binding is still in good condition. The books cover and corners have scuffing, rubbing, creasing, and some tears that has been fixed with clear tape. Book still makes a good study guide!!!! Size: 24 cm. 183 pages. Quantity Available: 1. Shipped Weight: Under 1 kilo. Category: Language & Linguistics; Education. ISBN: 0205493254. ISBN/EAN: 9780205493258. Dewey Code: 428.0071 22. Pictures of this item not already displayed here available upon request. Inventory No: 1561012680.

Seller Inventory # 1561012680

Bibliographic Details

• Title: Sheltered Content Instruction: Teaching English Language Learners With Diverse Abilities: Third Edition
• Publisher: Pearson Allyn and Bacon, Boston, MA
• Publication Date: 2007
• Language: English
• ISBN 10: 0205493254
• ISBN 13: 9780205493258
• Binding: Softcover
• Edition: Third Edition.
• Condition: Good

About this title

Synopsis

This book clearly defines, “sheltered instruction,” or Specially Designed Academic Instruction in English (SDAIE), and provides strategies for its successful implementation in the K-12 classroom.

Unlike any other book on the market, this popular resource focuses on using sheltered instruction with students of varying abilities, making it a unique tool for teachers. Renowned authors Jana Echevarria and Anne Graves address the important overlap between sheltered instruction and special education adaptations.

The Third Edition of Sheltered Content Instruction captures the vitality of modern classrooms by speaking specifically to instruction in the content areas and confronting the fact that students learning English might struggle in those subjects. The authors provide practical methods that demonstrate how to implement this type of instruction with a full range of learners.

A classic text in the field, the Third Edition of Sheltered Content Instruction is comprehensively revised and updated in a new, full workbook-size format. One important function of the Third Edition is to provide teachers with the support and direction needed to undertake the sheltered approach. Specific examples of sheltered content instruction and scenarios depicting classroom interaction during this type of instruction provide models for teachers and those preparing to teach. Case studies and vignettes illustrate this interaction for the reader.

About the Author

Jana Echevarria, Ph.D., Professor Emerita at California State University, Long Beach, has taught in special education, English as a Second Language and bilingual programs. She has lived in Taiwan and Mexico where she taught ESL and second language acquisition courses at the university level, as well as in Spain where she conducted research on instructional programs for immigrant students. She is an internationally known expert on second language learners and her research and publications focus on effective instruction for English learners, including those with learning disabilities. Selected publications include the books, Making Content Comprehensible for English Learners: The SIOP Model and Sheltered Content Instruction:

Teaching Students With Diverse Abilities, both published by Allyn & Bacon. The SIOP Model of instruction is used widely in all 50 states and a number of countries. Currently, she is a Fulbright Specialist and is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education. In 2005, Dr.

Echevarria was selected as Outstanding Professor at CSULB.

 

Anne W. Graves, Ph. D. is a Professor and Chair of the Department of Special Education at San Diego State University. She has teaching and research experience in the schools since 1975. She has conducted numerous research projects on the effects of reading and writing instruction with particular focus on ethnolinguistically diverse students. Her major focus is to develop improved teaching practices for English learners.